教研组 | 英语 | 开课主题 | M3U1 Reading |
研究主题 | 如何解决高中作文写作中的言而无物 | ||
开课教师 | 汪洁 | 开课班级 | 高一5班 |
开课时间 | 2019年2月15日 | 开课地点 | 明诚楼201室 |
课前与研究主题有关的理论学习记载 | 思维品质指人的思维的个性特征。在英语学科核心素养中，培养学生的思维品质强调叁个方面，即思维的逻辑性、批判性和创新性。首先要培养学生的逻辑思维，然后在逻辑思维的基础上，能够让学生有理有据地进行意义和意图方面的表达。所谓的批判性，并不是去一味地批评，或者说是直接提出反面的意见。所谓的批判就是强调理性思考，包括我们所说的reasoning要善于提出疑问，而不应不假思索地按照自己的主观判断接受所有的信息。具有批判性思维的善于提出问题，善于通过搜集证据来证明自己的观点和判断，或者评价他人的观点是否合理、可信。学生只有具备了逻辑和批判性思维的能力，才能真正在语言运用和解决问题的过程中实现创新，这叁种思维特征的强弱就反映了一个人思维品质的高低。 | ||
课后评价活动记载 | 一、教育理念新： 1、 体现了任务性教学以学生为主体，以人的发展为本的教育理念。 2、 通过各种各样的课堂活动，注重对学生动机、兴趣、意志、信心等非智力因素的培养。 二、授课方法活 1、 运用现代化的教学手段，给学生创设了良好的语言交际环境。 2、课堂互动频繁。师生之间的一问一答，生生之间的pair work、group work使课堂动了起来，活了起来。 叁、组织能力强 1、 运用多种教学手段。能用不同手段完成不同任务。 2、 有亲和力。上课时老师始终面带笑容，平等待人，对学生耐心启发，循循诱导，课堂气氛轻松和谐。在这种氛围下能充分发挥学生的积极性和能动性。四．课堂效果好 1、 整堂课下来非常流畅，自然，学生能很好的领会教师的意图。并与教师设计的课堂进程以及提出的各项要求同步。 2、 能有效利用45分钟，听、说、读、写在这堂课中得到了充分的表现。 | ||
课后与研究主题有关的教学反思 | 一、亮点与优点 1、活动方式灵活 根据设计问题的特点和难度以及时间控制等因素，在各个部分合理的安排不同的学生活动方式，重视小组活动，鼓励组员间相互分享想法观点并加强沟通交流。 2、高效率完成任务 在warming up环节中，直接用图片结合问题导入主题，时间简短，既没有喧宾夺主，也能够高效率达到引入主题的目的，并激发了学生的学习兴趣。 3、合理取舍，大胆创新 一般而言，高中英语课堂的读写课都是先读后写，因此在设计的时候我就在想，难道读写课的课堂顺序一定要先读后写吗？能不能先写后读，然后再让学生带着批判性的态度再修改自己的文章，进而提高学生的批判性思维呢？因此在设计的过程中，我先由图片加问题，尽量拓展学生想象空间，达到了学生预测文章主题的目的。继而让学生以小组的形式先写一篇自己文章的框架结构，然后再给出文章，让学生找出文章的框架结构，并将两者进行比较，最后再以“Which one do you prefer? The author’s version or yours?”这个问题让学生小组讨论，培养学生的批判性思维和评价能力。这样一来学生对文章的结构和作者的构思更容易理解，并且学生不断的对获取的信息进行再整理和输出。 4、设计巧妙，环环相扣，层次递进 在设计上学生先预测写，然后阅读文章进行比较，最后进行评价，叁个环节环环相扣，难度依次递进。 5、输出与输入相辅相成 从图片输入到学生自己文章文章的输出，再到作者文章的输入然后比较信息的输出，输入环节为输出环节步步铺垫，输出环节为输入环节实现巩固提高，两者相辅相成。 二、有待改进的地方 整节课在时间分配上还需要斟酌。在第叁部分学生对文章内容的梳理的时间分配过多，导致了后面几个板块尤其是最后一个板块的时间就比较紧，学生展示的面没有铺开。在宋老师的提点下，对于文章内容可以提一些有结构化、深度的问题，在学生回答的过程中以细节作为支撑点，细节为整体服务。 总之通过这堂课我深深的感悟到：学生的创造力是无限的，他们完全有能力用英语来表达自己的思想见解。教师应千方百计的为学生创造情景，使他们在英语课堂上努力做到善“思”，“好”说，“爱”动。 | ||
附教案：
Learning Objectives | 1. To understand the passage. 2. To master the basic elements of the story. 3. To comment on the story according to the basic elements. 4. To let students know we should slow down and cherish the people around us. | ||||
Important & Difficult Points | How to comment on a story according to the basic elements | ||||
Teaching Methods | Task-based reading | ||||
Procedures | |||||
Stage | Teacher’s acts | Students’ expected reaction | Students’ unexpected reaction | Comments | |
Lead in | T: Good afternoon, class. T: Sit down, please. And how is your winter holiday? What about the weather? T:Look at those pictures, can you imagine who are they? What are these? Where does this happen? I’ll give you some minutes to have a small discussion in groups. After 1 minute, some of you will be invited to share your stories.(板书）
| Ss: Good morning, Miss Wang. Ss: Yes./ No. Ss:(group discussion)Maybe...
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Write a draft | It is a story full of imagination. And now it’s time to write your own story. You story should include all these factors. Firstly, what might happen is the plot of the story. And this woman and the blind man are the main characters. And you should write the place of the story. And also the surprise ending. The most important is what you can learn from the story. Now discuss in group of four, and fill in the blanks in your answer sheet. Each group will present one story. Your storyThe author’s storyCharacters Place Plot Ending Lessons from the story
| Ss:(discuss and write)
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Make a presentation | T: Time’s up. Any volunteer? Who will come to the front and share your story with us? T: What do you think of the story? T:(如果说不出）Is the plot amazing? Is the ending surprising to you?
| Ss: (make a presentation) Ss:... Ss:...
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Make a comparison | T: And this is your story. Are you curious about the author’s story? T: OK. Take out your sheet, and enjoy the author’s story to find the differences between the author’s story and yours as to the following aspects on the answer sheet. And finish the blanks here. Your storyThe author’s storyCharacters Place Plot Ending Lessons from the story T:Have you finished? Firstly, who are the characters in the story?...... T:This is the author’s story, compared with your story, which do you prefer? You may state your reasons from these aspects. For example, I prefer the author’s story, because I think the plot of the author’s story is more attractive. Besides the lessons from the story set me thinking a lot. I think in my life I should always remember:”Do well and have well.”. Now, it’s your time, discuss in groups, which one do you prefer and state your reasons. T: ***, you please. T:Some of you prefer your own story, and some prefer the author’s story. No matter which one you prefer, when we comment on the story, pay attention to these factors. I prefer the story because the characters are vivid and can reflect their own personality. And the plot is very attractive, unexpected. The ending is a surprise to me. The lessons set me thinking. When you read a story it is what we learned from the story rather than the story itself matters.
| Ss: Yes. Ss:(read and find the details) Ss: ...... Ss:(discuss) Ss:....
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Homework | |||||
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